In

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e-ISSN: 2308-5460

Volume: 2, Issue: 1
[January-March, 2014]

Editor-in-Chief

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Mustafa Mub
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Indexed in: DOA

DOAJ, Index Copernicus
cus I nternationa
onal, Islamic World
Science Citation Center, Lingui
guistics Abstrac
tractts Onlin
line,
Open J-ga
J-gatte

www.eltsjournal.org

School-Aged
nternatioChildren
nal ouand
rnalAdult
of Language
nglis
angua
ranslat ion
lish Production
guage &.

Studi
udies

ISSN: &
2308-5460
Kisno
Sanggam

School-Aged Children and Adult Language Production in an

Indonesian TV Show
[PP:
PP: 106
106-119]
Kisno
Inst itut Teknologi
ogi Del
(Del Inst itute of Tech
echno logy
ogy)
Indo
ndonesia
Dr. Sanggam Siah
iahaan
aan, M.Hum
Uni
i
v
e
r
s
i
t
a
s
HKB
B
P
Un
HK Nomme
mmensen,
Indo
ndonesia

Abstract
The aim o f this resear
d by the school
earch was to find out the language produce
duced
ool-aged chil
hildren
and the adult in a TV show. The study was carr
carriied out appl
pplying descript ive qua
qualitative
resear
earch design. T he data for this resear
earch included the conversations between an adult (the
host) and three school
ool-aged chil
hildren. The data analysis procedu
cedurres include
uded- observing the
video, transcribing the conversat ion, ident ifying the ling
ngu
u
i
s
t
i
c
s
a
n
d
n
o
n
-ling
uist ics features
li
lingu
of the utt
d by the chil
utterances
ces, cat
categor
gorizing the langua
guage produce
duced
hildren and the adult, and
interpreting the result o f the analysis. T he findings of data analysis showed that the fiveyear
d one-word and two-wor
ear- old chil
hildren produce
duced
word utterances
ces rather than lo nger sentences.
In contrast, the seven-yearo ld child
d longer sentences
ear-o
ild produce
duced
ces rather than one-word or
two- word utterances
ces. On the oth
other hand, the host appl
pplied different ways and modi
odified the
way she produce
d langua
duced
guage (ca
(carregiver speec
eech or motherese) such as using exclamat ion,
using gestures, using co mplim
liment ing words, using int imate pronouns, and using direct
ect
instruction. The results obtained indicat
cated that the school
ool-aged chil
hildren and the adult
have their own ways in produc
ducing langua
guage in a TV show in Indonesia.
Keyw
eywords:
show.

School
ool-aged chil
hildren, adult langua
guage, langua
guage produc
duction, Indonesian TV

The paper recei

eceived on:
01/
01/03/2014

04/
04/01/2014

Accepted after peer

eer-review on:

12/
12/02/2014

Publis
lished on:

Suggested Citatio
tion:

Vol:2, Issu
ssue:1, January-March, 2014

www.eltsjournal.org

106
1061

School-Aged
nternatioChildren
nal ouand
rnalAdult
of Language
nglis
angua
ranslat ion
lish Production
guage &.

ISSN: &
2308-5460
Kisno
Sanggam

ud
Kisnotudi
&iesSangga m, S. (2014)
2014). School-Aged Child
ildren and Adult La ngu
ngua ge Production
tion in
an
Indone
onal Jour
ation Studies Vol-2,
ndonesian TV Show
how. Internati
national
ournal of Engl
English
ish Language & Transl
ansla
Issu
ssue1,
106Retrieved
from
106-119
119.
http://www. eltsjournal.org".

Vol:2, Issu
ssue:1, January-March, 2014

www.eltsjournal.org

107
1071

1. Introduc
duction
Langua
guage produc
duction is logi
ogically divided into three major steps: deciding what to
express (conce
ptualizzation)
onceptuali
ation), determin
mining how to express it (formulation)
mulation), and expressing it
(artic
c
ulation)
)
(
L
e
v
e
l
t
i
n
G
r
i
f
f
i
n
a
n
d
F
e
rre
e
i
r
a
,
200
0
6
)
.
E
v
e
r
ybod
ody
y
produce
ti ulation
rr
20
yb
ducess langua
guage whether
one is normal chil
hild, adult, and/o
d/or disabled. The way
way how they produc
duce langua
guage is
governed by many facto
ng
actorrs such as personalit y, behavio r, talent, interest, emoti
otion, feeli
eeling
and envi
nvironment. Child
ildren do the same thing too. They talk or speak
eak or produc
duce langua
guage
based on those facto
actorrs. Acco
ccording to Fromkin (2003)
2003), every aspect
ect of langua
guage is extremely
complex. The chil
hildren under-five years have alread
eady known the gramma
mmar of langua
guage,
which is considered to be the complex system of a language. Chil
hildren o f this age are able to
ask que
question, use appr
ppropriate nouns
uns, negate and construct sentence as well as use
phono logy
ogy, morphology
ogy and even semant ic rules o f langua
guage. The way they learn language
is not simi
i
l
a
r
to
w
h
a
t
t
h
e
a
d
u
l
t
s
d
o
.
T
h
e
y
do
n
o
t
s
t
o
r
e
a
l
l words and sentences
im
ces in their mind
or mental dict ionary since they have lim
limited word banks. They learn to construct and
understand sentences through the rules that allow them to use the langua
guage creat
eat ively.
Adults are usually conscious
ous when they produc
duce langua
guage. They start produc
ducing
langua
guage by select
ect ing the words and then fo llo wed by sound-proces
cessing stage. These stages
are then developed into synt
yntact
actic, semant ics and pragmat ic rules. However, whe
when the adults
talk to the chil
hildren, they have to adapt to the way the chil
hildren produc
duce langua
guage. The
system of rules, whi
i
c
h
e
x
i
s
t
s
i
n
a
d
u
l
t
s

m
i
nd,
i
s
n
o
t
t
h
e
s
a
m
e
a
s
w
h
a
t
e
x
ists in the
wh
chil
hildrens. This interest ing pheno menon formed the basis o f this resear
earch in the language
produc
duction o f school
ool-aged child
ildren, interviewed in a TV show, and the strategy used by the
host whil
whilee interviewing the chil
hildren.
The study attempted to seek
eek answers to the following the resear
earch
que
questions How do five-yearo ld and seven-yearold chil
ear-o
ear-o
hildren produc
duce their langua
guage in a TV
show?
What strategies the host uses whil
while interviewing the chil
hildren?
The study aimed at invest igat ing the way the five-yearo ld child
o ld
ear-o
ildren and seven-yearear-o
chil
hild
produc
duce their language in a TV show and to discover the strategies used by the host whil
whilee
interviewing the chil
hildren.
2. Language Produc
duction Process and Factors Gove
overning it
As the ling
ngu
u
i
s
t
i
c
r
e
p
e
r
toi
i
r
e
o
f
t
h
e
c
hil
l
d
i
n
c
reas
li
to
hi
eases, it is o ften assu
ssumed that the chil
hild is,
in so me sense, being taugh
ught the language (Yul
Yule, 2006)
2006). Acco
ccording to Yul
Yules theory o f
langua
a
ge
p
r
o
duc
c
t
i
o
n
p
r
o
cess
ss,
,
c
h
ild
d
r
e
n
a
r
e
n
o
t
i
n
s
t
r
u
c
t
e
d
to
p
r
o
duc
c
e
or
h
ow to speak
gu
du
ce
il
du
eak the
langua
guage. T hey do not acq
acquire langua
guage simply by imitat ing adult s speech
ech. They tend to
repeat
eat what adul
dults say on a variet y o f occas
ccasions and adopt the vocab
cabulary fro m the speech
ech
they hear
ear while
ile adults do not produc
duce many of the expressi
ssio ns that turn up in chil
hildrens
speec
eech. Under normal circumstances
ces, human infants are cer
certainly helped in their langua
guage
acq
acquisit ion by the t ypical behavior of o lder childr
hildren and adults in the ho me envi
nvironment.
(Yule, 2006)
2006). When talking to child
ildren, adults or parents do not use the words or the series
o f words like what they do in adult conversat ion. It is not proper when adult talks to
chil
hildren using co mplex structure such as in: Look
ook Chalishah, rather than watching TV like
what you do now, I would prefer to finish my ho mework. Yet, adults tend to simp
implif
lify the
sentence such as in Chalishah, do your homework. The charact
acterist ical
cally simplified
speec
eech style adopted by so meone, who spends a lot of time
ime interact
acting wit h a young chil
hild,
is called car
caregiver speec
eech. This is also calle
lled moth
otherese or child
ild direct
ected speec
eech (Field,
2004)
2004). Adults modi
odify the way they produc
duce langua
guage when addr
ddressing the chil
hildren through
various tech
echnique
ques such as- simplificat
cat ion, higher pitch, longer pause, slower speec
eech rate,
restricted vocab
cabulary, shorter sentence,
ce, and less co mplex utte
utterance.
ce.

When peopl
ople talk to one anoth
other, their general goal is to get lis
listeners to
understand what they are saying (Clark and Clark, 1977)
1977). When addr
ddressing or talking to
child
ildren, the adults should consider the way they talk. Chil
hildren do not have the same
knowledge as wha
what the adults do. They only know very litt le form and funct ion of the
langua
guage that adults use whil
while co mmunicat ing wit h one anoth
other. Therefore, adults o ften
have to modi
i
f
y
t
h
e
i
r
s
p
eec
c
h
i
n
o
r
d
e
r
to
b
e
u
n
d
e
r
s
t
o
o
d
by
c
h
ild
od
ee
ildren. Acco
ccording to Clark and
Clark (1977)
1977), three things need
eed to be considered by adults while
ile talking to child
ildren.
To ensure that child
ildren realiz
lize an utte
tterance is being addr
ddressed to them and not to
someone else. This can be done by using the name, a special ton
tone of vo ice and or
even get their attention by touching them.
When the adults grab the chil
hildrens atte
ttention, they opt the corre
rrect words and
sentences so that what they say is understood by the chil
hildren. For instance,
chil
hildren
will pay more atte
ttention when adults talk about toy
toys, food
oods, family
ily, peopl
ople, dreams
or everyt hing the chil
hildren do or play wit h rather than talk about histor
tory, math, or
money.
To modi
odify the speech by using quick or slow utt
utterance, short or long sentences and
so on.
T he success of a speak
eaker depends on the attention and coop
ooperativeness o f the lis
listener
when they are speak
k
i
ng.
W
h
e
n
a
d
u
l
t
s
t
a
l
k
t
o
c
h
ild
d
r
e
n
,
t
h
e
y
u
s
e
a
tte
e
n
t
i
o
n
g
e
t
t
e
rs and
ea
il
tt
atte
ttention
ho lders to address the chil
hildren. Atte
ttention gette
tters and atte
ttention ho lders fall into two
broad classe
sses (Clark and Clark, 1977)
1977). The first consists of names and exclamation.
Adult s often
call child
ilds name at the beginni
nning of the utte
tterances, as in, Chalis
halishah, come here!. Or,
instead
or Hey
ead of the child
ilds name, adults use exclamat ions like Nah...
ah...
ey as a preface
ace
to
eac
each utt
utterance.
ce. The seco
econd class o f atte
ttention gette
tters consists of modulat ions that adults use
to dist inguish utte
tterances
ces addr
ddresse
ssed to young childr
ldren from utte
tterances
ces addr
ddresse
ssed to
other
listeners. One o f the mo st noti
oticea
ceable is the high-pitched vo ice that adults use for talking
to chil
hildren. Adult s also exagge
ggerate the intent ional ups and downs whil
while talking to
young
chil
hildren.
3. Research Design
Design is defined as a resear
earchers
rs plan of how to proceed
ceed (Bogda
gdan and Biklen,
1992)
1992). A descript ive qua
qualitat ive design was applied in this study. The method was select
ected
since it
was appr
ppropriate to to the nature of the present study. Since the data was in the form of
words rather than number, content analysis method was applied to analyze the data. It
is the
systemat ic qua
quant ificat ion of qua
qualitat ive data based on the explicit rules of
codi
oding
(Krippe
ppendorf, 1980)
1980).
3.1 Technique
hnique
of Collec
ting Data
ec
ollecting
For the pur
purpose of the study, the required data was collec
llectted fro m internet. An
Indonesian TV show named Sarah Sechan was down
downlloaded fro m YouTube. The video
links
0 retrieved on 15/11/2013 and
links were http://www.youtube.com/watch?v=5eSu7hXETr
hXETr0
http://www.youtube.com/watch?v=3xK9D2_OZ
3xK9D2_OZSM retrieved on 15/11/2013. The first
website link
o ld
link was about an interview between
een Sarah Sechan (the host) and a seven-yearear-o
chil
hild named Fat ih Unru whil
whilst the latter one was an interview between
een the host and two
girls of five year
ears old of age namely E lfira Calishah and Rach
achel Khaista.
3.2 Technique
echnique of Analy
nalyzing Data
The fo llowing steps and techn
echniique
ques were fo llowed whil
while analyzing the co lle
llected data for
the
pur
purpose of the study
udy.

Obs
Observing the videos
Tra
Transcribing the conversat ions in the videos
Ident ifying the ling
uist ics and non-ling
uist ics features of the utterances
lingu
lingu
ces.

 Categor
d by the child
gorizing the langua
guage produce
duced
ildren: using one-word and two-word
utt
utterance,
ce, using more than two word-utterances
ces, and using fill
illers.
Categor
d by the adult: using lingu
gorizing the langua
guage produce
duced
nguist ics atte
ttentiongette
tters, using non-lingu
nguist ics atte
ttention-gette
tters, using complim
liment ing words, using
sp e c i a l
personal pronoun, and using direct
ect instruction.
Interpreting the results of data analysis.
4. Dat
Data Analysis and Dis
Discussion
ssion
4.1 Language Produc
c
tion
by the Childr
odu
hildren [Appendix
ndix-I until Appe
ppendix III]
Table 1.Language produc
oduction by the childr
hildren
Freque
quency
Langua
d by the Chil
Five-YearOld Seven-Year
guage Produce
duced
hildren
ear-O
earChil
Old Chil
hildren
hild
Using one-word and two-word utterance
69
7
Using more than two16
7
wo-word utterance
Using simple sentence,
ce, co mpound sentence,
ce, and 2 (only simple 8
complex sentence
sentence)
ce)
Using fill
21
10
illers
It was found through the analysis that five-yearr-o
o
l
d
c
h
ild
d
r
e
n
f
r
e
que
e
n
t
ea
il
qu ly used one-word
and two-word utterance but they rarely used utte
tterances that include
uded more than two
words
when they were interviewed. They tended to repeat
eat what the adult asked or said rather
than use their creat
eat ivit y to construct longer sentences. It is also suppo
upported by the fact
act that
they rarely used lo nger sentences
ces. T heir abili
bilit y to produc
oduce lo nger sentences
ces was limited
only in simp
imple sentence.
ce. In addit io n, they frequently uttered fill
illers (word like
like Haah..,
..,
Aaa,
a, Hmmm
mmm) when answering the adults que
quest ion. This is in line wit h the theory that
chil
hildren of under-five year
ears are able to construct sentence but in lim
limited sentence length.
Fro mkin (2003)
2003).
In contrast, the chil
hild o f age seven rarely used one-word and two-word utterance.
ce. He
tended to answer the adults que
quest ion by using simple, compound, and co mplex sentences
ces.
This can clear
early be seen
een when he was asked to perform stand-up comedy. He used a
variet y of sentence structures such as simple, co mpound, and co mplex sentences
ces. However,
the use of fill
illers was found when both
oth the chil
hildren of five and seven year
ears answered the
adults que
question.
4.2 Language Produc
oduction by the Adul
dult [Appe
ppendix
dix-I until Appe
ppendix III]
Table 2.Language produc
oduction by the adult
Freque
quency to
Five-YearOld Seven-Year
Langua
d by the Host
ear-O
earguage Produce
duced
Chil
l
d
r
e
n
O
l
d
C
hil
l
d
hi
hi
Using lingu
nguist ics atte
ttention-gette
tters:
a. Using exclamat ion such as Eh and Ha? 8
0
b. Calling the chil
0
0
hilds name
Using non-ling
uist ics atte
8
3
lingu
ttention-getters (gestures)
Using co mplim
5
liment ing words such as Pinte
inter, 7
Pinte
inter Bange
anget, Keren, and Bagus
agus
Using int imate pronouns such as Aku
35
8
and
K
U
siamu
ng direct
7
5
ect instruction
Table 2 shows the langua
guage produc
duction as well as various strategies used by the adult
(the host) when she interviewed the child
old child
ildren. Whil
hile interviewing five-yearear-o
ildren, she

used exclamations such as Eh and Ha? in order to get the attention of the
chil
hildren. She also used gestures such as poki
oking, pointing, clapping hands, kneeing, and
hugg
ugging. Complim
liment ing words were also used in order to extend the conversat ion between
een
her and the chil
hildren o f five year
ears. Moreover, the host freque
quently used int imate personal
pronouns such as Aku instead
ead of Say
Saya to refer to herself and Kamu instead
ead of
Anda or Saudar
r
a

,
whi
i
c
h
a
r
e
m
o
r
e
f
o
r
m
a
l
,
t
o
r
e
f
e
r
to
t
h
e
c
hil
l
d
r
e
n
.
Sauda
wh
hi
On the other hand, the host never used exclamat ion whil
old
hile talking to the seven-yearear-o
chil
l
d.
T
h
e
c
hil
l
d
t
e
n
d
e
d
n
o
t
to
r
e
p
e
a
t
w
h
a
t
t
h
e
h
o
s
t
s
a
i
d
a
n
d
h
e
u
s
e
d
l
o
n
g
e
r
s
e
n
t
e
n
c
e
s
w
h
en
hi
hi
answering the hosts que
questions. It was also found that the host appli
pplieed diffe
fferent ways and
tech
echnique
ques whil
hile talking to the chil
hildren o f diffe
ffe rent ages and she modi
odified the way and
manner she produce
d language whil
duced
while addr
ddressi
ssing them. This was in line wit h the theory
of
moth
otherese (Field, 2004)
2004). In addit ion, the host used direct
ect instructions when she wanted
the
chil
hildren o f age five and seven to perform act
act ing, dancing, or stand-up co medy. This was
effec
ffecttive langua
guage produc
duction since the child
ildren direct
ect ly performed what she asked.
Moreover, she used co mplime
iment ing words after the chil
hildren had performed what the host
had asked. This also reveals that chil
hildren o f this age feel happy when they are
co mplim
limented by using cer
certain words such as Pinte
inter or Smart, Pinte
inter bange
banget or
Very Smart, Keren or Cool
l

,
a
n
d

B
agus
s

or

Goo
o
d

.
oo
agu
Go
T he interest ing pheno menon observed, after the analysis of the co llec
llectted data, was
that the host never called the chil
hildrens name. This is contrary to the the theory stating that
adul
dults often use the chil
hilds name to get their atte
ttention (Clark and Clark, 1977)
1977). The use of
the oth
other attention gette
tters such as gestures was found to be more effe
ffective when the host
talked to the chil
hildren.
5. Con
Conclusion
T he study aime
d
imed at invest igat ing how childe
ldern of five and seven years old produce
duced
langua
guage in an Indonesian televisio n show and what strategies the host emplo yed
whil
hile
interviewing them. The aim was to get an insight into the ways and strategies both
oth
emplo yed. It was also aime
e
d
a
t
u
n
d
e
r
s
t
a
n
d
i
ng
t
he
l
a
n
gua
a
ge
p
r
o
duc
c
t
i
o
n
l
e
v
e
l
o
f
c
hil
l
d
r
e
n
of
im
gu
du
hi
five year
ears o ld
and that of seven year
d
ears o ld. The focus of the study was also on the way the host produce
duced
langua
guage and the strategies used while
ile interviewing the chil
hildren. It was foun
ound that
school
oolaged chil
d langua
hildren produce
duced
guage in different ways when they were interviewed by the
adult in a TV show. The five-yearo ld chil
d one-word and two-word utterances
ear-o
hildren produce
duced
ces
rather
than lo nger sentences. Their abilit y was lim
limited to produc
duce simple sentences. In contrast, the
seven-yearold chil
d lo nger sentences
ear-o
hild produce
duced
ces rather than one-word or two-word
utterances
ces.
He was able to produc
duce a variet y of sentence structures such as simp
imple, co mpound, and
complex. These findings were in line wit h the existing theory stating that chil
hildren of this
age
are able to construct sentences
d
ces (Fro mkin, 2003)
2003). However, the adult (the host) produce
duced
langua
a
ge
t
h
r
o
ugh
a
v
a
r
i
e
t
y
o
f
f
o
r
m
s
s
u
c
h
a
s
u
s
i
n
g
e
x
c
l
a
m
a
t
i
o
n
,
u
s
i
ng
g
e
s
t
u
r
e
s
,
gu
using

Vol:2, Issu
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www.eltsjournal.org

110
1101

complim
liment ing words, using int ima
imate pronouns, and using direct
ect instruction. The host
applie
d langua
lied diffe
fferent ways and she modi
odified the way she produce
oduced
guage and car
caregiver
speec
eech or
moth
otherese when talking to the child
ildren. It was noticed
ced that whil
whilee addr
ddressing them, the host
never called the chil
hildrens name becau
cause the use of gestures was more effec
ffecttive rather
than
the use of exclamat ion by calli
lling their name. This implies that for getting atte
ttention of the
school
ool-aged chil
hildren in Indonesia, use of gestures can
can be more effec
ffecttive than addr
ddressi
ssing
them
with their name. It also helps in getti
tting insight into the strategies used, and to be used for
effec
ffecttive co mmu
mmunicat
cat ion wit h the chil
hildren, by the adults, specially in TV show and
mo r e
importantly in Indonesia.

Vol:2, Issu
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111
1111

About the Authors:

Kisno works as a lecturer in E nglis
lish wit h the Inst itut Teknologi
ogi Del
Del (Del Institute
of
Tech
echno logy
ogy). He is also pur
pursuing his study wit h the School
ool of E nglish Educa
ducattion in
UHN
(HKBP No mme
mmensen Universit y), North Sumatera, Indonesia. His resear
earch interests
include
Linguist ics, ELT, ESP, and TEF
TEFL.
Dr. Sanggam Siah
iahaan M.Hum
Hum is an E nglish lecturer in Universitas HKBP No mme
mmensen,
Indonesia. He ho ld Ph. D in translat ion studies from North Sumatera Uni
Universit y,
Indonesia and Lingu
nguist ics, Tra
Translat ion Studies and Systemic
mic Funct ional Lingu
nguist ics form
the major areas
eas of his resear
earch interest.
Wor
Works Cit
Cited
Bogd
ogda n, R., & Biklen, S. (1992)
1992). Qual
ualita
itativ
tive Research for Educ
Education: An Introdu
troducctio
tion
to
Theory and Method
hod. Bosto
ston, MA: Allyn
llyn and Bacon.
Clark
ark, Herbert H., and Eve V. Clark
ark. (1977)
1977). Psycho
ychollogy and Language (An Introdu
troducctio
tion
to
Psycho
lingu
nguisti
isticcs). New York: Harc
ycholi
arcourt Brace Jova
ovanovi
novich, Inc.
Field, John
lingu
nguis
isttics: The Key Concep
ohn. (2004)
2004). Psycho
ycholi
cept. New York: Routle
tledge
dge.
Fromkin, Vict oria. (2003)
on). Bosto
2003). An Introdu
troducction to Languag
anguage (Seven
eventh Editi
Editio
ston,
MA:
Wadsworth.
Krippe
ppendo
ndorff,
ff, K. (1980)
1980). Cont
ontent Anal
Analysis:
sis: An Introdu
oduction
tion to Its Methodol
hodology
ogy. Newbur
bury
Park, CA: Sage.
Netmediata ma. (2013
2013, November 15)
15). Sara
arah Sechan - Elfira Calis
lishah dan Rachel Khaista
sta
- Ana k 5 Tahun. Retrieved from http://www. youtube.com/watch?
v=5eSu7h
u7hXETr0
Netmediata ma. (2013
2013, November 15)
15). Sara
arah Sechan - Fatih Unru - Anak 7 Tahun Bisa
Stand
Up Comedy. Retrieved from http:// www.youtube.com/ watch?v=3xK
=3xK9D2_O
2_OZSM
Yule, Geor ge. (2006)
2006). The Study of Langu
anguage (Third Editio
ition). Cambridge
dge:
Cambridge
Universit y Press.
ss.
Zenzi M. Griffi
n Language
ffin and Victor S. Ferre
rreira.
ra. (2006)
2006). Prope
opertie
rties of Spoke
Spoken
Produc
oduction
tion
(in Handb
lingu
nguisti
isticcs). Oxford: Elsevier Inc.
andbook of Psycho
ycholi

Appendix-I. The conversation between Sarah Sechan (SS) & Elfira Calishah (EC) [Girl, aged
5]
Line
No.
1

SS

EC

Speaker

Utte
tteran ce

English Translatio
tion

: Ber
Berikut ini cita
ita-citany
anya apa ya? Kalau yang
tadi khan udah macem
cem-macem tuch. Kita
ita
panggi
panggil saja Elfir
lfira Calis
lishah. Man
Mana nich
ich
tamuny
unya? Elfira Cal
Calishah
hah.. Tamunya mana
ya? Elfir
fira Calis
lishah
: Hihihihihihhi
hhi [Smiling
ling and laughi
ughing. She
She

Vol:2, Issu
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www.eltsjournal.org

has
already
been
there
since the
firs
firstt tim
time
112
1121

SS

4
5
6
7

EC
SS
EC
SS

:
:
:

SS called
led her nam
name but SS pretende
nded not to What is the n ext gue
guess amb
ambition ?
see her to make a joke]
Th e previous one had many
amb
ambition s. Please welco
lcome Elfira
Tamuny
unya mana nich, aku gak denger Calish ah. Wh ere is th e gue
guest? Elfira
suar
Calishah..
uarany
anya, mana?
Hihihih ihihhi
[Smili
and
iling
lau
laughing. Sh e has already been
th ere sin ce th e first time
ime SS calle
alled
h er name
ame but SS pretended not to
see h er to make
make a joke]
Where is th e gue
guest, I can
can t h ear
ear
you
you
Say
Its me Here!!
Saya Sini..!!
Mana?
W h er e?
Sini!!! [Laugh
Here!!! [Laugh
aughing]
ughing]
: Oh ter
ternyata ini tamunya, sini ini Oh, there you
you are.. th is is ver y
lucu bange
banget, aku kirain permen. Ikh.. Kam
Kamu funn
unny, I th ought you were a can
candy.
baj
bajunya sama-s
a-samain sama aku, kamu Ikh.
Ikh.. You wear th e same dress as I
ngef
ans sama aku? Ya gak juga gak papa. do, do you
ngefa
you like
like me? Its not a

Vol:2, Issu
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113
1131

Line
No.

Speaker

8
9
10
11
12
13
14
15

EC
SS
EC
SS
EC
SS
EC
SS

:
:
:
:
:
:
:
:

16
17

EC
SS

:
:

18
19

EC
SS

:
:

20
21
22
23
24
25

EC
SS
EC
SS
EC
SS

:
:
:
:
:
:

26
27

EC
SS

:
:

28
29

EC
SS

30
31
32
33

EC
SS
EC
SS

:
:
:
:

34
35
36
37
38
39
40
41
42

EC
SS
EC
SS
EC
SS
EC
SS
EC

:
:
:
:
:
:
:
:
:

Utte
tterance

English Tran slatio

tion

Dia nge
ngejawabny
abnya pak
pake mikir dul
dulu ngefans
gak yaaaa??? Ini eee,
ee, kamu umur berapa
sich?
ich?
Lima
Lima, buk
bukan lim
lima belas?
Bukan
Oh, jadi lima itu belom
elom pun
punya ana
anak ya?
Blo
Blom, baru satu
Kam
Kamu punya ana
anak satu?
Aku
Aku doan
doank
Oh, kamu anaknya satu, jadi bagus
bagusnya
kamu gak puny
punya adik gak pun
punya kakak?
Aaaa Ngga
Nggak
Gak ada, Ok.. berarti kelas
elas 5 sekolahny
hnya
TK?
Ehemmm
mmm.. SD
Ooo sudah SD? SD kelas? Empat?

probl
oblem if you dont. How old are
you
you?

Sat
Satu
Oh SD kelas satu
He eh..
Pela
elajaran favorit apa?
Mate
matika
Matem
Mate
matika? Coba hitung ya aku tes
Matem
test ya..
5 tambah 2.. aku kasi waktu
ktu buat mikir
kir
Tujuh
Oh my God.
od.. Pinter bang
banget!!!
et!!! Aku
Aku coba lagi
agi
ya 2 tambah 5?
Tujuh
: Tujuh juga? Ihh
Ihh.. Pinter
ter ban
banget sich
ich..
Kita
ita seka
ekarang maen teb
tebak-teb
tebakan foto ya
Ok kit
kita lih
lihat? Sini sayang Sini Elfir
fira kamu
ke sini [asking Elfira to stand up and to
come to her in front of a large plasma
sma]
Haaaa
aaaaa Sini aku mau kasi lih
lihat foto-foto
kamu bisa nebak gak ya? Cob
Coba geser ke
sini.. coba kasi lih
lihat foto-fotonya mana.
na..
Nah Ini kamu bisa lih
lihat gak
gak? Kalo ini
pekerjaan
aannya apa? [pointing at one picture
in the plasma
sma]
Polis
lisi
Ha?
Polis
lisi
Polis
lisi ya ada tulis
lisann
annya ya jadi gak bisa
nebak ok ini ada model, ada penyany
anyi, ada
gur
guru, ada dokter, ada pramugar
ugari, Kam
Kamu kalo
sudah besar pengen jadi yang mana?
Eeemmmmm
mmmmm
Dan ini ada MC nich di sini
Guru!!!
Ha?
Guru!!!
Udah besar pengen jadi gur
guru?
Ha ah
Penge
ngen jadi gur
guru?
Ha ah

Five
Five, isnt it fifteen
een ?
No
Oh, so you
you have ch ild?
No, on ly one.
You have on e ch ild?
Its only me
Oh, you
you h ave on e ch ild.
ild. You have
broth er or sister?
Aaa
aa No..
No.. Ok, are in kindergarten
sch ool
ool?
Ehemmm.
mm.. Primary Sch ool
ool
Oooo
ooo, Primary School, wh at grade?
Four?
First grade
Oh, first grade
He.. eh..
Your favor
vorite
ite subject
ject?
M a th
Math? Try this, 5 and 2 is
Seven
Oh my God, you
yourre ver y smart!!!
Try again, 2 and 5 is..
s..
Seven
Seven? Ih .. Your
ure ver y smart.
Nott lets gue
guess this ph otos.. Ok,
look
ook.. Come here baby [asking
Elf
Elfira to stan d up an d to come t o
h er in front of a lar
large plas
lasma]
Haaaa
aaaa.. I want to show you some
ph otos, can you
you gue
guess?
ss? Look, what
is th e job of this person? [po
[pointing
at on e picture in th e plasma]
Polic
licewomen
Ha?
Polic
licewomen
Polic
licewomen , yes, th ere is the text
bel ow so you
you can gue
guess it.
it. Th ere
are sin ger, teacher, doctor, and
stewardesse
sses. What do you
you want to
be?
Eeemmmmm
mmmmm
And there is a h ost h ere..
Teach er!!!
Ha?
Teach er!!!
So you
you wan t to be a teach er then?
Ha ah
To be a teacher?
Ha ah

Line
No.
43
44
45

SS
EC
SS

46
47

EC
SS

48
49
50
51

EC
SS
EC
SS

52
53

EC
SS

54
55

EC
SS

56
57
58
59

EC
SS
EC
SS

60
61
62
63

EC
SS
EC
SS

64
65
66
67

EC
SS
EC
SS

68
69
70
71

EC
SS
EC
SS

72
73
74
75

EC
SS
EC
SS

76

EC

Speaker

Utte
tterance
: Oooo gitu
itu, gur
guru apa pengennya?
: Emmm
mmm Guru TK!
: Guru TK? Seru ya.. main-m
n-main sama
anak
anak- anak kecil ya..
: Iyah
: Ok, kalo misalnya jadi penyany
anyi emang
gak
gak mau?
: Gak mau
: Kenapa
napa? Gak bisa nyanyi?
: Gak..
: Tos!! Sam
Sama [clapp
apping her hand to ECs
hand
hand] , kita
ita gak bisa nyanyi juga Kal
Kalau
jadi pramugar
ugari mau gak?
: Emmm
mmm Iya, mau juga
: Mau juga? Mau jadi pramugari? Itu citacita
ita aku waktu
ktu kecil juga
uga, aku penge
ngen jadi
adi
pramugar
ugari.. sela
elain jadi gur
guru kamu penge
ngen
jadi pramugar
gari, kalau guru, gur
guru TK, kalo
pramugar
ugari, itu khan har
harus jago bany
banyak hal
hal
lho Kam
Kamu sering ketemu pramugar
ugari?
Sering naik pesawat gak?
: Pas itu
itu pernah ke Bengkulu
: Ke Bengkulu nai
naik pesawat? Kam
Kamu
inget pramugar
ugarinya cant
antik-cantik?
: He eh..
: Baik-ba
-baik gak
gak?
: Iyah
: Oh ya? Kam
Kamu pengen jadi pramugar
ugari
ken
kenapa?
: Aku
Aku suka..
: Suk
Suka? Suka nai
naik pesawat?
: He eh..
: Apal
palagi gratis
tis ya? Iya khan kalau jadi
adi
pramugar
ugari khan har
harus naik pesawat gratis
tis..
Eh, aku pengen tau kalo misalnya kamu jadi
adi
pramugar
ugari ya, misalnya aku penum
numpang
pangnya..
ya, ter
terus misalnya, aku minta ini itu, aku
pengen tahu emm gimana kamu mengh
nghadapi
adapi
aku ok?
: Hmmm
Hmmm
: Nah, jadi pramugar
ugari har
harus berdiri donk
donk
: Ber
Berdiri?
: Iya, kalau dud
duduk khan pilo
ilotnya di depan
baw
bawa pesawat..
t.. Ok, teeeettt
ttt.. Pramugar
ugari, aku
bole
h minta air gak?
boleh
: Iya
: Air
Air panas ya mau mandi
andi
: Mana ada, di pesawat gak ada mand
andi
: Kal
Kalau perjalanan jauh pesawat gak ada
kamar mandi?
: Gak ada!!
: Ha? Kalau mau pipis?
: Turun lagi
: Kal
Kalau mau pipis turun lagi
agi? Kalau aku
mau pengen pipis terus?
: Yaaa gak usah naik
ik

English Tran slatio

tion
Oooo
ooo, what kind of teacher?
Emmm.. Kindergarten teach er!
Kindergarten teach er? Cool
ool,
you
you can play with
ith smal
mall child
ildren..
Y e s
Ok, what about
bout to be a singer?
No
Wh y? You can t sing?
ng?
I can
cant..
Tos!! We are th e same
ame [clapp
lappiing
h er han d to ECs hand]
nd], I can
cant sing
too.
oo.. What about
bout stewardesse
sses?
Emmm.. Yes, I wan t..
You want it?
it? A stewardess?
ss? Thats
my amb
ambitio
ition when I was a ch ild
ild.
Besides a teach er, you
you wan t to be a
stewardess.
ss. A stew
teward must be
good
ood at many thin gs..
s.. Do you
you often
meet
eet a stew
tewardess?
ss? Do you
you often
fl y?
Yes, to Bengkul
gkulu..
To Bengkul
gkulu by plane? Th e
stewardesse
sses are beautif
tiful h a?
He eh
Kind as well?
ll?
Y e s. .
Why do you want to be a
stewardess?
ss?
I like it
Like it?
it? Like flying by plane?
He he..
Especiall
y wh en its
ecially
its free,
ee, ha? A
stewardess often flie
lies for free in a
plane. Eh.. when I am your
your
passe
ssenger in a plane and I want to
ask for
for something, as a stewardess
h ow can you
you serve me?
Hmmmm
mmmm
A stewardess must stan
tand up, right
Stand up?
up?
Yes, if you sit dow
down, it mean
eans
you
yourre a pilo
ilot. Stewardess,
ss, I need
eed
wate
ater please!
Y e s. .
Hot wate
ater for
for bath
No, n o hot wate
ater in a plan
lane
If it is a lon g fligh
lightt, th eres no
bath
athroom
oom?
No
Ha? Th en if I want to urinate
ate?
You must go down ..
Going down? If I keep
eep urinatin
tin g?
Yaa
aa Don t fly th en..

Line
No.
77

SS

78
79
80
81

EC
SS
EC
SS

82
83

EC
SS

84
85

EC
SS

: Jalan-jalan ke mall
: Jalan-jalan? Oh, jalanan-jalan ke mall
ya, asyik
yik kalau jalanan-jalan ke mall kamu
baw
bawa ini ya [show
howing a thum
humbler
ler with
ith a
pictu
icture of SS] .. Bagus gak?
: Bagus.
agus...
: Alha
mdulilla
Alham
llah Akh
Akhirnya ada yang bilang
ilang
bagus [show
howing glad exp
expressi
ssion] .. Sini-sini
[kneeing and sitti
tting on the floor
appr
approac
oaching and touc
ouching EC] Aku suka
sama kamu, mau gak kamu jadi tamu acara
ini?

86
87
88
89
90
91

EC
SS
EC
SS
EC
SS

:
:
:
:
:
:

92
93
94

EC
SS
EC

95

SS

: Iyah
: Bil
Bilang
: Jangan kem
kemana-m
na-mana masih ada tamu yang
lain
: Terimakasih Elfir
fira Thank you.
ou.. [smi
smiling
ling
and applauding EC]

Speaker

Utte
tterance

English Tran slatio

tion

: Oooo Gak usah nai

naik pesawat? Ok leb
lebih
bai
baik nai
naik itu aja, perahu ya dekat air
ter
terlalu pinter
ter untuk anak segini lim
lima tahun,
aku curiga kamu 25 tahu
ahun dech
: Gak
: Ha?
: Gak
: Eh [poking
king EC] , nan
nanti libu
liburran mau
kem
kemana sama mama papa?

Eeemmm
mmm Engga
nggak..
Gak mau ken
kenapa?
Emmm
mmm Mau
Oh Mau Mau apa engga
nggak?
Mau
Asyik [hugg
hugging and asking EC to say
someth
ething to the aud
audien
ience] seka
ekarang kamu
bila
ilang ke semuany
anya Eh, jangan kemanamana ya, masih ada tamu yang lain

Oooo
ooo.. Dont fl y with
ith a plane? Ok
th en, Ill go with
ith a sh ip, its
its n ear
ear the
wate
ater.. You are very smart for
for your
your
age. I th ought you were 25 years..
No..
Ha?
No.
Eh [pok
poking EC] , wh ere will
ill
you
you spend your
your h olid
liday with
ith mom
and dad?
T o t h e m a l l. .
To the mall?
all? Cool.
ool... Take this when
you
you g o to the mall [show
howing a
thum
humbler with
ith a picture of SS] .. Is
it good
ood?
Good
Alhamdul
dulillah Finally
ally someon e
calls
alls this thub
hubler is good
ood
[show
expressi
howing glad
ssion]
on] ..
Sini-sini [kneeing and sitt
itting on the
floor appr
approac
oaching and touching
EC] I like
like you,
you, do you want to
be th e gue
guest for
for this show?
Eeemm
m No..
eemmm
No.. Wh y?
Eemmm.. Yes I wan t..
Want it or not?
Want
Nice [huggi
hugging and asking EC to
say something to the audience]
ce]
tel
tell the aud
audien
ience Eh, dont go
any
there
is
another
anywhere,
gue
guest
Y e s
Say it..
it..
Dont go anywhere, there is
anoth er gue
guest
Th ank you Elf
Elfira Thank you
you..
[smi
smiling and app
applaud
auding EC]

APPE
PPENDIXNDIX-II. The convers
ersati
ation between Sarah Sech
echan (SS)
SS) and Rachel Khaista (RK) [Girl, aged 5]
Line
Speaker
Utte
English Tran slatio
tterance
tion
No.
1
SS
: Ya ini adal
Yes, here is Rachel.
adalah Rachel. Rachel Aku
el. How old are
pingin tahu
you
ahu, umurmu
rmu berapa?
you?
2
RK
: 5 tahun !
Five years!
3
SS
: Oh, 5 tahun
Five years. Its in which Senior
ahun. Itu sekolahnya di SMA mana?
High School
ool?
4
RK
: TK
Kindergarten
5
SS
: Sorr
Sorry
Sorryy sorry
rry, Oh TK ! Ini siapa beli
eliin
rry, sorry
rry. Kin dergarten!
bajunya
Who buys you
you this dress Rach el?
Rachel?
6
RK
: Mam
Mom
Mami

Vol:2, Issu
ssue:1, January-March, 2014

www.eltsjournal.org

114
1141

SS

RK

Oh mami! Ini siapa yang milih

pakein baj
bajunya ini kamu sendi
ndiri?
Mam
Mami

Vol:2, Issu
ssue:1, January-March, 2014

Oh Mom! Wh o ch oos
ooses you this
dress?
ss? You yourself?
Mom

www.eltsjournal.org

115
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Nurhay
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RK

Utte
tterance
Oh mami! Aku suka ban
bangat ini boot
ootnya.
Kam
Kamu itu
itu senang pak
pake boot
boot? Siapa
yang beliin
iin boo
boot ini yang miliin
iin siapa?
Mam
Mami
Mam
Mami juga pas
pastinya. Maminya
fashionabl
able bange
banget. Silahkan dudu
duduk sayang
ang.
(Appl
pplaus
ause)
Kam
Kamu itu
itu puny
punya idola ngg
nggak sih? Kam
Kamu
suka ngef
ans sama siapa
ngefa
apa?
Che
Cherry
rry bell.
Sam
Sama Cerry
rry bell? Kenapa kamu suka
sama cerr
cerryybell.
Soal
Soalnya cerr
cerryybell itu kes
kesukaan aku.
:
Kesukaanny
annya kamu. Kamu tau ngga
nggak
aku anggot
anggota cerry
rrybell. Kamu pernah lia
liat aku
nggak sama cer
cerrybell?
ll?
Nggak
Pernah lihat ?
Nggak
Aku
Aku ada di depann
pannya waktu
ktu itu.
Nggak tuh,
Mas
Masak kamu ngg
nggak pernah lih
lihat.
Nggak
Nggak, tuh itu Gigi.
Yang di depan gigi.
Ya
Aku
Aku disebela
elahny
hnya Gigi. Sam
Sama
disebelahn
ahnya siapa Che
Cherry
rrybelle?
le? Isabella?
Ada ngga
nggak perso
rsoneln
elnya cer
cerrybell
yang nam
namany
anya Isabell
ella?
Ngak ada
ada, itu
itu tukang jamu.
(Audie
nce:
udien
ce: Laugh)
Kal
Kalau memang betul ada tukang jamu
nam
namany
anya Isabella, pasti ker
keren bange
banget itu
tukang jamu. Emang Cerry
rrybell itu nam
namanya
siapa aja sih?
Mm,
Siti
iti. Gigi, siapa namany
anya? Tru
Trus?

English Tran slatio

tion
Oh mom! I like
like this boot shoes..
You like
like wearing boot
boots? Wh o buys
you
you th ese?
Mom
Mom..
m.. Your mom must be
fash ionable. Please sit down baby..
(Appla
use)
pplau
You have an idol? Who is it?
Ch erry Bell.
ll..
Cherry Bell?
ll? Why?
Its my fa v
Your fav? You kn ow, I am a
member of Cherry Bell.
ll. Have you
seen
een in in Ch erry Bell?
ll?
No
Never?
No
I am th e leader th e..
No
Reall
all y?
No, its
its Gigi.
Is it Gigi?
Y e s. .
I am next to Gigi.. who is n ext to
h er? Isabella?
lla?
Is th ere Isabella
lla in Cherry Bell?
ll?
No, its
its herbal medicin
cin e selle
ller
[Laugh ing]
Its very cool Isabella
lla is a herbal
medicin
cin e selle
ller. Who are th e
Cherry Bell members?

Mm m .
Siti
iti, Gigi, and then ? Nurhayati?
ati?
Who?? Tell me. There are many
Siapa kasih tau aku. Aku itu
itu lupa cerry
rrybell
ell itu right?about
bout 150 members righ t?
anggot
anggotanya? Kan cerr
cerryybell itu
itu ban
banyak ya?
Ada 150 orang kan?
(Sho
[Showing 7 fin gers]
Sho wing 7 fingers)
rs)
Tujuh .tu
Seven. So Cherry Bell is seven
.tujuh orang cerry
rrybell. Kam
Kamu tau
lagu- lagun
people. You know the son g?
agunya ngga
nggak?
(Waving
Forget!
ving head) Lupa !
Lupa?.
Forget?
Ya lupa.
Yes, for
forget
Mas
Reall
Masak lupa? kamu itu
itukan ngefa
efans
all y? Your
ure the fan s of Cherry
bange
B el l
banget sama cerry
rrybell
Ya lupa, aku itu
Yes, for
itu bisanya ngeee
forget, I can
can .
Apa? Bisany
What? Wh at can
anya apa?
can you
you do?
Nge
Dancin
Nge-da
-dance?
cin g
Oya ngedan
Dancin
dance. Oya kasi lihat kita dong
cin g.. Show us your
your dan ce,
ce,
nge danc
please..?
dancenya. Mau ngga
nggak? Asiiik!
..? Nice!
ce!
(Appl
[Appla
udin g]
pplaus
ause)
pplau
Coba mau nge dan
Whose son g? Ch erry Bell or what?
dance pak
pake lagu apa?
at?
Lagu cerr
cerryybell? Atau lagu apa aja?
Cerry
Cherry Bell
rrybell

Line
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SS

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51

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SS
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53
54
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56
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SS

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77

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SS

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79

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SS

:
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81

SS

Utte
tterance

English Tran slatio

tion

Ok. Coba sambil menghad

nghadap ke depan
pan. Coba
danc
dance. Ini kameranya disini.
(Rachel does danc
ancing)
(Appl
pplaus
ause) Keren!
Aku
Aku mau nany
nanya, itu
itu kamu latihann
hannya berapa
lama? Dance kaya itu
itu susah banga
bangat tuh!
Ber
Berapa lama latihann
hannya?
(showing 1 finge
nger)
Sat
Satu tahu
ahun?
Sat
Satu kali aja? (Rachel nods
ods).
( SS embraces
ces Rachel)
Tadi malam latihann
hannya?
(Rachel nods her head)
Oya ker
keren bange
anget
Latihan
tihan sendiri atau ada yg melatih kamu?
sendi
ndiri
Kam
Kamu di seko
ekolah pun
punya sahabat gk?
Puny
unyak
Siapa nam
namanya?
Hmmmmmmmmm,,
Hmmmmmmmmm,,,, itu Nam
Namany
anya keiz
eiza
Keiz
eiza,,
Keiz
eiza sama umurnya sama kamu?
Sam
Sama oliv
Ohhhhhh
hhhhhh,,, sama oliv
liv, keiza sama oliv,, oke
Eee mereka jg suka sama cherri
rribell gak
gak?

Ok, n ow look at the came

amera and try
to dan ce.
ce. This is th e cam
camera.
[Rachel is dan cin
cin g]
Cool
ool!
How l ong do you do exercise
dancin
cin g? It was such a hard dance!
ce!

Emmmm.e
mmmm
m ( ngangguk sambil
mmmm.emmm
senyum)
Jd kalian suka dan
dance2 gtu?, ok kita lih
lihat
pot
potonya cherri
rribell. Aku mau tau kalau kamu
ini kenal gak sama angg
anggota2 nya, coba kita
lih
lihat... nam
nama2nya siapa
apa2 aja tadi
adi.. ( melih
lihat
ke arah slid
lide)
Nah itu
itu kan, aku bilang kan aku anggo
nggota
cherri
rribel.. tuh kamu sini (membaw
bawa
rachel kea
kearah slide).. sini...
...
Rachel laughs.
aughs...
Kam
Kamu koq keta
etawa...
...
[Laugh
h
i
n
g
]
aug
Tuh lihat tu aku dudu
duduk di sofa..
Kren,, ok.. kamu tau ini namany
anya siapa?
Hah??
Kam
Kamu tau nam
namanya ini

[Pointin
ting 1 finger]
On e year?
On ce?
ce?
Last night?
[Rachel n ods her h ead]
Its very cool!
By your
ourself or someone train
ain s you?
By m yself..
Have any friends at sch ool
ool?
I h ave..
Whats th eir
eir name?
Hmmmm
mmmmmmmm
mmmm.. Its..
s.. Keiz
eiza
Keiza.
iza..
Is she as old as you
you?
Same
ame as Oliv..
Ooohhh
hhh .. same as Oliv.. Keiz
eiza is
same
ame as Oliv.. Ok.. Th ey lik
like
Ch erry Bell too?
Emmmmm
mmm.. emmm.. [n oddi
dding and
similing]
Ah, you
you like
like dancin
cing, right? Lets
see th e picture of Cherry Bell.
ll. Do
you
you know th e members? Let
Lets see.
ee..
Haa..
aa.. I said
aid I was a member of
Ch erry Bell,
ll, its
its me.. [bringi
nging RK
to plas
lasma]

[Laugh ing]
Why lau
laugh?
[Laugh ing]
You see there I sit on a sofa
ofa..
Cool.
ool... Do you
you wh o is he?
Hah ??
Do you
you know h er? [the h ost pints at
a picture]
Mana???
Where???
e???
Kak
Kaka ini siapa? (poi
points at the pictu
cture) kakak Who is she??
e?? [Pointin g at the
gigi yang mana?
picture]
Yang ini (poi
This on e? [Poin tin
point the picture).. Gigi..
ting at th e pictu
cture]..
Gigi
Oh ini kakak gigi... yang lainnya lupa
This is Gigi.. The oth ers you
upa...
you
forget..

Line
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SS

:
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85

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:
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87
88
89

RK
SS
RK
SS

:
:
:
:

Engga
nggakkkk....
... (ketawa)
Ini kamu lihat lagi???
Engga
nggak... (ketawa )
Ini aku.... rambutnya pendek... siapa ini?

90
91

RK
SS

:
:

Gak tau siapa

apa... penampak
pakan kali ya??
a????
Ahhhhh
hhhhhhhh

92

SS

93
94

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SS

:
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96
97
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99

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114

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RK

:
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:

Penam
nampak
pakan????? OMG penam
nampak
pakan..
an......
(penont
nonton apl
aplaus
aus) sini,,
i,,,sini.. (SS mengaj
ngajak
Rachel kea rah tem
tempat dud
duduk) kamu sudah
pernah ketemu sama cherri
rribell belu
elum?
Belum..
m...
Kal
Kalau misalnya kamu puny
unya kes
kesempat
patan
ket
ketemu sama mereka,, kamu mau nan
nanya apa?
Apa ya??
a??? Pengen ajak jalan..
Ngaj
Ngajak jalan? Jalan kem
kemana?
Kam
Kamu pengen ngaj
ngajak jalan kem
kemana?
Ke mall
Ke mall? Emang biasany
anya kalau ke mall
kamu ngapai
apain sih??
h??? Kam
Kamu mau traktir
tir
makan cherri
rribell? Ihh
Ihhh ban
banyak bang
anget nnt
uang nya abi
abis klo kekg
ekgitu
itu
Gak pa pa...
Oh, gak pa pa... kamu kalau ke mall ngapa
gapain
aja.. sama tem
teman2, sama oliv, sama keiza
main dirumah?
Mengg
nggeleng dan tundu
unduk kep
kepala (tang
angan
diremas2)
Di sekolah??
Mengg
nggeleng dan tundu
unduk kep
kepala (tang
angan
diremas2)
Suk
Suka ini gak? Ngobr
Ngobrol sama tem
teman2n
n2nya, suka
curhat
hat2 gitu
itu gk???
Ihhhhhh enggak
ggak,,,,,
Emang jd ngap
ngapain?
kan masih keci
ecil
Lo curhat kan gak usah dewasa,,
memang kalau orang curhat tentang apa??
Mmmmmmmm
mmmmmmm curhat apaan??
Itu cer
cerita
ita2...
Penge
ngen dudu
duduk...
.....
Oh,, penge
ngen duduk
duk,,, capek ya...
....
(Pindah ke tempat duduk
udukmya)

Utte
tterance

En glish Translatio
tion

Iyak....
...
Oke, nah kalau kaka ini kamu tau gak?
Hah???
Gak tau.... (sambil ketawa)
Kam
Kamu Gak tau?
au???? Lihat ya (mempraktekkan
gay
gaya yang ada digam
gambar
bar) mirip gk??

Y e s
What about
bout this on e???
e??? Do you
know her?
No.. [laughing]
You dont kn ow h er? Look! [The
host imitates the act in th e picture,
th e audi
udien ce lau
laugh]. Do we
resemble?
Nooo [laughing]
Look!! Look again !!!
Nooo [laughing]
Its me with a sh ort h air
air.. who is
sh e ?
I dont know, mayb
maybee a ghost???
????
Ahhhhhhhh [Tuch ing her own
head]
Ghost????
ghost
?????? OMG,
OMG, a
[audi
udience are appl
pplaudin g]. Come
here.. [SS asks Rachel to th e seat]
at].
Have you
you met Cherry Bell?
ll?
No
If you
you mee
meet the, what do you
you want
to ask?
What?? Go for a walk
alk..
Go for a walk?
alk? Where?
Where to?
To a mall
all
To a mall?
ll?? What do you
you usuall
all y
do in a mal
mall? Do you
you want to treat
eat
th em for
for meal
eals? You will
ill spend
much money.
Never min d..
Never mind? What do you
you do in a
mall?
ll? With frien ds, Oliv
liv, Keiza at
home?
[Noddi
dding and turn ing h er h ead
ead
dow
down]
At sch ool
ool?
[Noddi
dding and turn ing h er h ead
ead
dow
down]
Do you
ng with your
you lik
like.. chatti
attin
your
friends
nds?
Ihhhh.
Ihhhh.. No
So?
I am stil
till a child
ild
Cha
Chatting does n ot need
eed to be adul
dult..
what do you
you alw
alwa ys chat?
at?
Mmmmmmm
mmm... What is a ch at?
Tal
Talking about
bout something
I want to sit..
Oh.. Sit down.. tired?
[move
oves to a seat]

Line
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Speaker

Utte
tterance
Kam
Kamu cit
cita2 menjadi apa sih?
Cita
ita-cita aku penge
ngen jd orang kaya..
Yang keras apa??? Mau jadi apa
apa??
Orang
Orang kayak....
Orang
Orang kaya??
a????
Nant
Nanti kamu kalau suda
udah jd org kaya,
rumahny
ahnya bagus
bagus, (sambil mengam
ngambil bot
botol
minum
numan) kamu taro ini di meja makan
kamu, okei nah... keren kan???
Engga
nggak
Hah?
Engga
nggak..
Gk ker
keren?
Gak
Ini gambar
barnya gk ker
keren?
Engga
a
k
.
.
.
ngg
Ini gambar
barnya gak keren?
Engga
nggak...
Ini gambar
barnya bagus looo
Enggaa
nggaaaak
aakkk
Jd gak mau???
Ini yang ditem
itempat yang ini....

English Tran slatio

tion
Wh at is your amb
ambitio
tion ?
A rich man..
Loude
uder please??
e?? What???
???
A rich man
A rich man ???
???

When you
you are a rich man
man someday,
your
your h ouse is good
ood [tak
taking a
th umbler], put th is on your
your din ing
tab
table.. Ok? Cool
ool right?
No
Ha h ?
No
Not cool?
No...
...
Th e pic isn t cool
ool?
No
Th e pic isn t cool
ool?
No
The pic is cool
ool
No
You dont want it?
it?
Put it h ere.. [po
[pointing at a
flower vase]
Ini bagus
bagus? (sambil menunj
nunjuk kea
kearah vas Is it goo
good here? [po
[pointin
tin g at a
bunga) ini gak bagus (menunj
nunjuk bot
botol flower vase]. This th umbler is not
minum
good
numan)
ood?
Engga
No
ngga...
Tapi kamu mau ambil baw
bawa ke sekolah gak?? Then, bring it to school
ool??
Gak,, (ter
No.. [laughing]
tertawa)
SS bingung melih
lihat kea
kearah aud
audien
ience...
[the host looks
ooks at th e audi
udience].
ce].
ya udah buat mama nya deh...
...
Give it to Mom, ok?
Tertawa dan mengam
ngambil botol minum
numan
[Laugh s and takes the thumbler
dari tangan SS dan dilih
lihatnya.
from the host]
Jangan dipak
Dont throw it,
pake buat nimpuk y...
it, ok?
Iya (ketawa )
Yes.. [Laughing]
:
Oke,, janj
anji,,,
,,, terimakasih sayang
ang... thank Ok, promis
mise me ba by.. Thank you,
you,
you, silah
(menyodor
ilahkkan ambil
odorkan please take
take this [giving a can
can dy to
permen buat Rachel)
R a ch el ]

APPE
PPENDIXNDIX-III.
II. The convers
ersati
ation between Sarah Sech
echan (SS)
SS) and Fati
atih Unr
Unru (FU) [Boy, aged 7]
Line
Speaker
Utte
En glish Translatio
tterance
tion
No.
1
SS
: Apa kabar
How are you ?
abar?
2
FU
: Baiklah
F i n e.
klah
3
SS
: bai
Fin e. Ok. It can
baiklah, ok tentuny
unya kalo di lihat dar
dari
can be seen
een from
raut

4
5
6
7

FU
SS
FU
SS

:
:
:
:

wajahny
ahnya kayak carany
anya seperti bai
baik. Kam
Kamu
ingat ga kita
ita pernah satu pang
panggung?
yaa inga
ngatla
tlah
oh ok dimana man
yagitulah..
..
kit
kita musical har
hari itu
itu ya kamu jadi apa?

your
your face
ace. Remember when we
are in one stage
tage before?
Remember..
Wh ere was it man ?
Yes.. Like th at..
Wh at was your act th en?

Line
No.
8
9
10
11
12
13
14
15
16

Speaker
FU
SS
FU
SS
FU
SS
FU
SS
SS

:
:
:
:
:
:
:
:
:

17

FU

18
19
20
21
22

SS
FU
SS
FU
SS

:
:
:
:
:

23
24

FU
SS

:
:

25

FU

26

SS

27

FU

28

SS

Utte
tterance
jadi ana
anak kecilla
llah..
jadi ana
anak aku ya?
ya
seka
ekarang kamu da bapak bap
bapak belum?
eng ga
blum ya,ok umurnya berapa fatih
tih?
tujuh
tujuh tahun
Fatih
tih ini bisa dibilang stand-up comedian jadi
dia suka cerita
ita hal hal lucu dan lain
sebagai
bagainya dan sela
elalu bikin
kin orang ketawa. Nah,
seka
ekarang aku penge
ngen tau kamu di depan kamera
juga selalu lucu coba deh kamu cerita tentang
satu hal ya tentang satu hal lagi tapi kamu pak
pake
gay
gayung ini. ya didepan kamera situ biar yang
dirumah atau dimana aja lagi nont
nonton tv juga
tau betapa seruny
unya kamu sila
ilahkan Fatih..
ehemehem..m
..maaf penont
onton aku har
harus jujur
kalau aku juga sebelu
elumnya terma
rmasuk orang
kepo
kepo makanya aku tau bagai
agaimana tersik
rsikssanya
jadi orang kepo, denga
ngan rasa kepo
kepo akhirnya aku
pergi ke dokter
ter untuk minta oba
obat biar rasa kepo
ini bisa hilang tapi sayangn
angnya penonton,
dok
dokternya bilang begini maaf Fatih
tih kepo itu
tid
tidak ada oba
obatnya dengar itu
itu penonton rasanya
sedih ban
bangat
gat trus dokternya balik nan
nanya
tapi dokter pengen tau kkamu itu bisa kepo,
karna apa sih? (Kam
Kamu ga perlu tau)
au).aku ga
jawab pertany
anyaan dokter itu,..tapi aku langsung
kel
keluar karna buat apa
apa.ka
.karana bua
buat
apa
apange
ngejawab kepo
kepo macam itu
itu

En glish Translatio
tion

A small kid..
My son?
Y es
Are you
you an adult now?
No
No.. How old are you
you?
Seven
Seven years old
Fati
atih is said to be a stand-up
tand-up
comedian
ian thus he likes talk
talkin g
about
bout funny
nny things an d so on . He
alw
h. Nah,
always mak
makes people laug
laugh
I wan t you
you to tell funn
unn y stor y in
front of the cam
camera. Use this
baile
ailer as your
your mic
microphon e so that
ever yone at home can
can see how
funn
unny you
you are. Please Fatih..
Eh em.. ehem.. I am sorry lad
ladies
and gentle
tlemen . Id like to tell you
you
that I am a KEPO (Knowing
Every Partic
ticular
lar Object] person
and h ow bad it is to be a KEPO.
PO. I
wen t to a doctor to ask for
for th e
medicin
cine for this KEPO.
PO. He
said,
aid, I am sorry Fatih,
atih, theres no
medicin
cine for
for KEPO
PO. I was ver y
sad. The doctor asked me again,
ain,
Wh
Why can you be a KEPO?
PO?. I
didn t an swer h is que
question an d I
sh ortly
tly came
ame out of h is room
oom.
According to me, wh y should I
answer such a KEPO que
questio
tion?
aku pengen tau kepo
What is KEPO?
kepo itu apa sih?
PO?
pengen tau banga
Knowing Every Partic
bangat
ticular
lar Object
ject
pengen tau bang
banget, kamu tu kek gitu
itu ga ana
anaknya Are you
you a KEPO?
PO?
Sedikit
A l it tl e . .
sedikit, kamu kalo pengen tau bang
banget tentang When you
you wan t to know
suat
uatu hal
hal, kamu ngap
ngapain biasany
anya nanya ke somethin g, whom do you
you ask?
siapa?
nany
To people
nanya ke orangn
angnyalah
ya..kesiapa dirumah? Ke ayah , ke ibu, kes
kesiapa? Yes.. at home? To dad or mom,
or wh om?
kes
kesemua orang kalo lagi penge
ngen tau sama To ever yon
yon e, for examp
ample to m y
misalnya sama bapa
dad, I must ask him..
bapak pas
pasti aku nan
nanyaklah
Ok Bagus trimakasih (sambil bertep
Good
Thank
you
tepuk Ok..
ood..
you
tangan)
angan) Ok, ni bua
buat kamu baw
bawa pul
pulang ato [appl
pplauding]. Fatih,
tih, take this
kamu baw
h ome [po
bawa gay
gayung aja (menunj
nunjuk gayung)
[pointin
tin g at a th umbler] or
this one [po
[pointin
tin g at the baile
ailer]
Nggak
Nggak. (sambil meminta tupp
upperware yang No [asking for
for th e th umbler
diberikan SS)
given by SS]
SS]
Ini aja ya.. ok, terimakasih)
Here it is .. Ok, thank you
you..
(tepuk
[Appla
udin g]
tepuk tang
angan)
pplau

Table of Con
Contents
S r.
No
1

Paper Title / Author(s) / Countr

y
untry

Pages

Edi
Editorial
-Musta
stafa Mubara
arak Pathan, Libya

03

A Model for Cogni

gnit ive Proces
cess of Neologi
ogisms Translation

0404-19

3
4
5

6
7
8
9
10
11
12
13
14
15
16
17

-Seyed Moha mma d Mogh

oghadas and Masoud Shari
arififar,
ar, Iran
Abels Ident ity Crisis and his Journey to his Native S elf in Hous
ouse Made of
Dawn: A Critical Analysis Perspecti
ve
ective
-Ir
-Irem Seklem, Germany
Diversity vs. Differ ence: A Critical Analysis of Hybridity
ity and Cultural
ral Identit y
Crisis in the Nove
ovels of Cheikh Ha mid
midou Kane and Chinua Achebe
-Alassa
ssane Abdoulaye DIA, Senegal
Expl
l
Exp oring the Struggle for Survival and Clashes of Generat
ration Gap and Racial
Pride in Lorrai
n in the Sun
rraine Hansberry
rrys A Raisi
Raisin
-Dr. C. N. Baby Maheswari
ari and Dr. Katyayani Sanga m, Kingdom of Saudi
udi
Arabia
Face Value: The Effect of Ethni
hnicity and Gende
nder on Student Exp
Expectations of
Engli
Englissh Language Instr
structors in the UAE
-Nausheen
een Pasha Zaidi, Amy Holtby, Ernest Afari
ari and David Thomson, UAE
UAE
Guidelines for Effective TAP (Translation for Academic Purposes) Tutorial
Courses
-Elha m Yazd
azdanmehr and Sara Shogh
oghi, Iran
Learn
n
a
n
d
U
n
l
e
arn
n
:
D
ram
m
a
a
s
a
n
E
ffe
ar
ar
ra
ffective Tool in Teach
aching English Language
and Commu
mmunication
tion
-Shiba ni Ba nerjee, India
Reading Stories to Enh
Enhance Engl
nglish Gram
rammar Intake:C orre
rrelational Analysis
-Yoseph Gebr ehiwot Tedla and Mekwanent Tila
ilahun Desta
sta, Ethiopia
Schoo
hool-Aged Child
ildr en and Adult Language Produ
oduction
tion in an Indone
ndonesian TV
Show
-Kisno and Dr. Sangga m Siahaan
aan, M.Hum, Indo
ndonesia
Situated Mot ivation: A Framework for how EFL Learn
arners are Motiv
tivat ed in the
Classr
ssroom
-Truong Sa Nguye
uyen, Vietnam
Teaching English Idioms through Mnemoni
onic Devices at SSC Level in Pakista
stan
Sidra Mahmood
ood, Pakista
stan
Teaching Unplugge
ugged: Appl
pplicatio
tions of Dogm
ogme ELT in Indi
ndia
-Sadeqa Ghazal and Dr. Smriti Singh
ngh, India
The Usefulness of Translation
tion in Foreign Langu
nguage Learn
earning: Stude
udents
ts Atti
ttitudes
-Ana B. Fernnde
ndez-Guerra
rra, Spain
The Uses of bahi
bahi as a Discourse Mark
arker in Daily
ily Libyan Arab
rabic Conve
nversations
-Kha deja Mujtaba Ahmed, USA
Trau
rauma of War
War as a Parad
radigmatic Discourse in Doris Lessings Martha
rtha Quest and
A Prope
oper Marriage
rriage
-Dr. Deep
eept i Dharm
arma ni and Anu Sheoka nd, India
Trevor
vor Griffi
ffithss Comedia ns from Marx
arxist Perspect ive
-Jayalakshmi B. , India

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